CS-CaVE: Districts' Roles in Broadening CS Access (PDF); Susan Yonezawa, Nan Renner, Monica Sweet, UC San Diego, Center for Research on Educational Equity, Assessment and Teaching Excellence; Beth Simon, UC San Diego, Computer Science Engineering; Diane Baxter, UC San Diego, Supercomputer Center, ACM Inroads, Number 4, December 2015.
Yonezawa, S. (2015), Student Voice and the Common Core (PDF); Teachers College Record, Student Voice in American Education Policy, NSSE Yearbook, The 114th Yearbook, Issue 1, p. 39-51.
How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions (PDF); Anne Gregory, James Bell, and Mica Pollock (Discipline Disparities Series: Interventions March 2014) Discipline Disparities Research to Practice Collaborative supported by the Atlantic Philanthropies and the Open Society Foundation.Innovating toward Equity with Online Courses: Testing the Optimal “Blend” of In-Person Human Supports with Low-income Youth and Teachers in California (PDF); Mica Pollock, Susan Yonezawa, Hilary Gay, Lilia Rodriguez, Alan Garcia, and Mohammad Qassimyar, Center for Research on Educational Equity, Assessment and Teaching Excellence (CREATE); Thomas Gilkison, Rafael Hernandez, and the Early Academic Outreach Program (EAOP), University of California San Diego (CREATE Equity Research Report 1, March 2014)
Summer Readers - Future Leaders: Diamond Educational Excellence Partnership Summer Learning Program (PDF); Gina Gianzero, Pricilla Lee (2013)
Yonezawa, S., McClure, L. & Jones, M. (2012). Personalization and Student-Centered Learning. Students at the Center: Teaching and Learning in the Era of the Common Core. Boston, MA: Jobs for the Future.
Mica Pollock. 2013. It Takes a Network to Raise a Child: Improving the Communication Infrastructure of Public Education to Enable Community Cooperation in Young People’s Success. Teachers College Record Volume 115 Number 7.
Personalization & Caring Relationships with Adults in Urban High Schools: Is There a Relationship with Academic Achievement? Larry Mcclure, Susan Yonezawa, and Makeba Jones (June 2010).
McClure, L., Yonezawa, S., & Jones, M. (2010). Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement. Education Policy Analysis Archives, 18(17), 1-21.
Mica Pollock, with Uche Amaechi. 2013. Texting as a Channel for Personalized Youth Support: Participatory Design Research by City Youth and Teachers. Learning, Media and Technology.
Mica Pollock. Race Bending: ‘Mixed’ Youth Practicing Strategic Racialization in California. Anthropology and Education Quarterly, 35 (1), March 2004: 30-52.
Yonezawa, S., Jones, M., & Singer, N. (September, 2011). Teacher resilience in urban schools: The importance of technical knowledge, professional community and leadership opportunities. Urban Education, Vol.46, No. 5, pp. 913-931.
Mica Pollock, Sherry Deckman, Meredith Mira, and Carla Shalaby. “But What Can I Do?” Three Necessary Tensions in Teaching Teachers about Race. Journal of Teacher Education, 2010.
Mica Pollock.Engaging Race Issues with Colleagues: Strengthening Our Professional Communities Through Inquiry. Massachusetts Association for Supervision and Curriculum Development, Perspectives, 2010.
Mica Pollock. Emphasizing Educators’ Everyday Actions. LeadScape blog, National Institute for Urban School Improvement/National Center for Culturally Responsive Educational Systems, March 2009.
Mica Pollock, ed. Everyday Antiracism: Getting Real About Race in School. New York: The New Press, 2008. (Recipient of an Outstanding Book Award, Gustavus Myers Center for the Study of Bigotry and Human Rights, 2008. An inquiry tool for teachers, offering 70 experts’ strategies for navigating everyday race issues in classrooms and schools. Designed to support educator dialogue in formal and informal professional development.)
Mica Pollock. Some Myths about Race that Every Educator Needs to Unlearn. In RACE: Are We So Different? (Companion volume to the American Anthropological Association’s museum exhibition and interactive website [www.understandingRACE.org.]) Wiley-Blackwell. 2012.
Mica Pollock. Antiracist Educator Training. In Encyclopedia of Diversity in Education, ed. James Banks. Sage Publications, 2011.
Mica Pollock. Introduction. In Everyday Antiracism: Getting Real about Race in School, ed. Mica Pollock. New York: The New Press, 2008.
Mica Pollock. Talking Precisely About Student Needs. In Everyday Antiracism: Getting Real about Race in School, edited by Mica Pollock. New York: The New Press, 2008.
Mica Pollock. No Brain is Racial. In Everyday Antiracism: Getting Real about Race in School, ed. Mica Pollock. New York: The New Press, 2008.
Mica Pollock. An Intervention in Progress: Pursuing Precision in School Race Talk. In Toward Positive Youth Development: Transforming Schools and Community Programs, ed. Marybeth Shinn and Hiro Yoshikawa. New York: Oxford University Press, 2008. (Winner of the 2010 Social Policy Edited Book Award from the Society for Research on Adolescence.)
wiki.oneville.org (2012). Mica Pollock and many MA-based colleagues from The OneVille Project, 2009-2012
Yonezawa, S. & Jones, M. (2011). Shaping youth's identity through student-driven research In Catherine Hands and Lea Hubbard’s Inclusion in an Urban Educational Environment. Charlotte, NC: Information Age Publishing.
Jones, M. & Yonezawa, S. (2010). Youth engagement in urban high school reform. In W. Linds, A. Sammel & Goulet, L. (Eds.), Emancipatory Practices: Adult/Youth Engagement for Social and Environmental Justice. Boston, MA: Sense Publishing.
Yonezawa, S., Jones, M. & Joselowsky, F. (April 2009). Youth Engagement in High Schools: Developing a Multidimensional, Critical Approach to Improving Engagement for All Students. Journal for Educational Change, Vol. 10, pp. 191-209.
Yonezawa, S. & Jones, M. (Summer 2009). Student Voices: Generating Reform from the Inside Out. Theory into Practice, Vol. 48, No. 3, pp. 205-212.
Park, V., Jones, M., Yonezawa, S., Mehan, B., & Datnow, A. (November 2009). Placing Youth Sensemaking Center Stage to Improve Opportunities for Success in Postsecondary Education. TC Record Commentary, 1-4.
Jones, M. & Yonezawa, S. (Dec. 2008/Jan. 2009). Student-Driven Research. Educational Leadership, Vol. 66, No. 4, pp. 65-69.
Jones, M. & Yonezawa, S. (2008). Student Inquiry in Racially Mixed Classrooms. In M. Pollock, (Ed.) Everyday Antiracism: Concrete Ways to Successfully Navigate the Relevance of Race in School. The New Press.
Yonezawa, S. & Jones, M. (2007). Using Students' Experiences in the Classroom to Evaluate and Inform Secondary School Reform. In A. Cook-Sather & D. Thiessen (Eds.) International Handbook of Student Experience in Elementary and Secondary School. Kluwer Academic Publishers, 681-710.
Yonezawa, S. & Jones, M. (2006). Students’ perspectives on tracking and detracking. Theory into Practice, 45(1), 15-23.
Jones, M. and Yonezawa, S. (September 2002). Student Voice, Cultural Change: Using Inquiry in School Reform. Journal of Equity and Excellence in Education.
Increasing Federal Financial Aid Access for California Community College Students (PDF) Susan Yonezawa, PATHWAYS to Postsecondary Success (April 2013, no.3)
Mehan, Hugh, Gordon C. Chang, Makeba Jones, and Susan S. Mussey. 2012. In the Front Door: Building a College-Going Culture of Learning. Boulder CO: Paradigm Press.
Mehan, H. & Jones, M. (2012). Trying to bend the bars of the iron cage: The possibilities and limitations of charter schools as models for successful school reform. In H. Mehan's In College's Front Door: Creating a College Bound Culture of Learning in High Schools. Boulder, CO: Paradigm Publishers.
Hugh Mehan and Gordon Chang (March 2010)The Journal of Educational Change 12(1): 47-70.
Hugh Mehan, Gail Kauffman, Cecil Lytle, Karen Hunter Quartz, and Rhona S. Weinstein. 2010. Educational Field Stations: A Model For Increasing Diversity and Access In Higher Education. In: Eric Grodsky & Michal Kurlaender (eds.), Equal Opportunity in Higher Education: The Past and Future of Proposition 209. Cambridge: Harvard Education Press.
Yonezawa, S., Jones. M., Mehan, H., & McClure, L. (2008). School climate and student achievement. In T. Timar and J. Maxwell-Jolly (Eds). Connecting the dots and closing the gap. Chapter written for the California Superintendent of Public Schools P-16 Council. Davis, CA: Center for Applied Policy in Education, UC Davis.
Whole-School Detracking: A Strategy for Equity and Excellence (PDF); Hugh Mehan (2006)
Warren Institute Paper; Hugh Mehan, Cecil Lytle (October 2006)
When Reforms Travel: The Sequel (DOC); Hugh Mehan, Lea Hubbard, and Mary Kay Stein (Journal of Educational Change, 2006)
Alvarez, Doris & Hugh Mehan. 2005. Whole-School Detracking: A Strategy for Equity and Excellence. Theory into Practice 45 (1): 82-89.
Alvarez, Doris & Hugh Mehan. 2004. Providing Educational Opportunities for Underrepresented Students. In: Diane Lapp (Ed.), Teaching All The Children. New York: Guilford Publications Inc.
Rosen, Lisa & Hugh Mehan. 2003. Reconstructing Equality on New Political Ground: The Politics of Representation in the Charter School Debate at UCSD. American Educational Research Journal 40 (3): 655-682.
Charter School Debate at the University of California, San Diego (PDF) (Fall 2003)
Makeba Jones, Susan Yonezawa, Elizabeth Ballesteros, Hugh Mehan (Educational Researcher, Volume 31, Number 2, March 2002. 3-17).
Yonezawa, Susan, Makeba Jones & Hugh Mehan. 2001. Partners for Preparation: Constructing and Distributing Social and Cultural Capital to Achieve Diversity. In: William G. Tierney & Linda S. Hagedorn (Eds.)Extending Outreach: Strategies for Accessing College. Albany NY: SUNY Press.
Educational Reform Implementation: A Co-Constructed Process. Amanda Datnow, Lea Hubbard, Hugh Mehan (1998)
Contextual Factors Surrounding Hispanic Dropouts. Hugh Mehan (January 1997)
Constructing School Success: The Consequences of Untracking Low Achieving Students. Hugh Mehan, Irene Villanueva, Lea Hubbard, Angela Lintz, Dina Okamoto (June 1996)
The Preuss School at UCSD: Academic Performance Classes of 2012 and 2013; Larry McClure and Monica Sweet (June 2015)
The Preuss School at UCSD: Academic Performance of the Class of 2011; Larry McClure (June 2013)
The Preuss School at UCSD: Academic Performance of the Class of 2010; Aislinn Bohren and Larry McClure (December 2011)
The Preuss School at UCSD: Academic Performance of the Class of 2009; Aislinn Bohren & Larry Mcclure (August 2010)
College Enrollment and Persistence of Preuss Alumni (PDF); Betsy Strick (November 2009)
The Performance of Preuss School Students in AP Courses and on AP Exams (PDF); Julian R. Betts and Hugh Mehan (February 2008)
Preuss Report Class of 2007; Larry McClure, Christopher Reicher (May 2008)
Preuss Report Class of 2006; Larry McClure, Christopher Reicher (May 2007)
The Preuss School at UCSD: School Characteristics and Students' Achievement (PDF); Larry McClure, Betsy Strick, Rachel Jacob-Almeida & Christopher Reicher (June 2005)
The Preuss School at UCSD: School Characteristics and Students' Achievement (PDF); Larry McClure and Cesar Morales (June 2004)
Charter School Debate at the University of California, San Diego (PDF)(Fall 2003)
Mica Pollock. Because of Race: How Americans Debate Harm and Opportunity in Our Schools. Princeton, NJ: Princeton University Press, 2008. (An ethnographic analysis of debates over educational opportunity in the U.S. Department of Education’s Office for Civil Rights, 1999-2001. Explores everyday debates between parents, educators, and federal employees over defining and achieving equal educational opportunity for students of color.)
Mica Pollock. Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press, 2004. (Recipient of the American Educational Research Association’s Outstanding Book Award, 2005, and the American Educational Studies Association Critics’ Choice Book Award, 2005. Explores the everyday consequences of talking and not talking in racial terms about people, programs, policies, practices, and patterns in schools and districts.)
Mica Pollock. Toward Everyday Justice: On Demanding Equal Educational Opportunity in the New Civil Rights Era. Ohio State Law Review, Spring 2006.
Mica Pollock. Everyday Antiracism in Education. Anthropology News, 47 (2), February: 9-10, 2006. (“Rethinking Race and Human Variation” series, public education project, American Anthropological Association.)
Mica Pollock. Keeping On Keeping On: OCR and Complaints of Racial Discrimination 50 Years after Brown. Teachers College Record, 107 (9), September 2005: 2106-2140.
Mica Pollock. How the Question We Ask Most about Race in Education is the Very Question We Most Suppress. Educational Researcher, 30 (9), December 2001: 2-12.
Mica Pollock. Civil Rights and Academic Development: Mixed Methods and the Task of Ensuring Educational Equality. In Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life, ed. Thomas S. Weisner. Chicago: University of Chicago Press, 2005.
Mica Pollock and Bradley Levinson, editors. A Companion to the Anthropology of Education. “Companion to Anthropology” series, Wiley-Blackwell Publishing, 2011. (A reference volume designed to share the insights of the contemporary “anthropology of education” subfield.)
Mica Pollock. “From Shallow to Deep: Toward a Thorough Cultural Analysis of School Achievement Patterns.” Anthropology and Education Quarterly 39 (4): December, 2008.
Mica Pollock. Race Wrestling: Struggling Strategically with Race in Educational Practice and Research. American Journal of Education, 111 (1), November 2004: 25-67.
In 2000, Jeanne Powers analyzed the API rankings and found that socio-economic characteristics, language fluency, and transience were the most important predictors of a school's ranking.